JEPAL (Journal of English Pedagogy and Applied Linguistics)

From Monotony to Motivation: Utilizing Differentiated Learning Materials in Teaching English to 11th Grade

Thu, 31 Jul 2025 00:00:00 -0400

This Classroom Action Research (CAR) study addressed the issue of low student motivation and limited oral communication skills in 11th-grade English language learning, stemming from the use of limited and monotonous learning materials and a rigid, textbook-driven pedagogical approach. Recognizing the crucial role of differentiated learning materials and effective pedagogical practices in fostering engagement and comprehension, this study implemented a series of interventions within two cycles. The action research process involved the introduction of differentiated learning resources, including educational videos, interactive learning apps, and online collaborative tools, integrated into the existing teaching modules, alongside explicit instruction on speaking strategies. Data were collected through classroom observations, student reflections, pre- and post-intervention speaking assessments, and an analysis of teaching module documents. The findings revealed a significant increase in student engagement, motivation, and oral communication skills following the implementation of diverse materials and targeted instruction. Students reported reduced boredom and a renewed interest in learning English. Furthermore, the speaking assessments demonstrated measurable improvements in both fluency and accuracy. Critically, the study also revealed a discrepancy between the intended Genre-Based Approach and the actual implementation in the teaching modules, highlighting the importance of teacher pedagogical understanding and the transformative potential of CAR for teacher development. This study underscores the effectiveness of incorporating differentiated learning materials, collaborative activities, and explicit instruction to enhance student motivation and improve learning outcomes within the context of 11th-grade English language education while also emphasizing the necessity of ongoing reflection and adaptation in pedagogical practices.

Optimizing the Use of Oral Presentation Techniques to Teach Conversation for Specific Purposes

Mentari Pratami, Erniyanti Nur Fatahhela Dewi — Thu, 31 Jul 2025 00:00:00 -0400

The study reports the result of the implementation of the use of oral presentation technique to teach conversation for the English for Specific Purpose conversation class. The aim of the research is to know whether the oral presentation technique could bring about better result of the students’ communicative competence for specific purpose. The research method applied was a qualitative case study research design. The participants of the research were 40 students of semester 5 academic year 2024/2025 of Bina Sarana Informatika University. The data collection was done using a semi-structured interview, documentation, and classroom observation. Next, the data was analyzed using line by line analysis. The research result shows that the use of oral presentation technique to teach conversation for Specific Purpose was quite good. Comparing to the test result of the previous semester, there is significant improvement in term of the speaking skill and final test result. Students enjoyed doing the oral presentation by taking part actively in the discussion as well as in the question-and-answer session. The researcher also found out that some teaching aspects need to be improved such as time management, language function and form, and pronunciation capability. Based on the result and discussion, it is concluded that there is a significant improvement in term of the speaking skill and final test result.

CLIL in Higher Education: Impacts on Student Learning and Practical Implications.

Susilawati Susilawati, Rina Riniawati, Sri Yunita, Riadi Darwis — Thu, 31 Jul 2025 00:00:00 -0400

Although Content and Language Integrated Learning (CLIL) has been increasingly implemented in Indonesian higher education, there is a need for a comprehensive understanding of its impact and effectiveness in university settings, highlighting the need for a systematic review to identify areas for improvement and inform recommendations for better practices. The present research aims to portray the effect of the implementation of CLIL on students' learning at the university level, as well as practical recommendations for CLIL learning in the future. A systematic literature review (SLR) was conducted to investigate CLIL implementation at the university level, covering both its impact on students' learning and future practical applications. This study reviewed 10 journal articles using the DISCAR design, sourced from the Sinta database and published between 2020 and 2025. The findings reveal that CLIL applied at the university level mostly affects students’ learning in the aspects of comprehension, learning motivation, 21st century skills, and collaborative work. Based on these findings, the study highlights recommendations for CLIL implementation, including developing balanced CLIL curricula and strengthening lecturers’ professional competence. Integrating CLIL into university learning is strongly recommended to equip students with balanced language competence, subject knowledge, and 21st-century skills, aligning with Indonesia's outcome-based education policy.

Metacognitive Awareness and Listening Proficiency: A Correlational Study of Vocational School Students in Cimahi

Fakhri Fikri, Bambang Irawan — Thu, 31 Jul 2025 00:00:00 -0400

Listening is a complex mental process involving an individual's psychological state and is considered one of the most challenging language skills to acquire. Although several studies have shown a significant positive correlation between metacognitive awareness and listening proficiency, limited research has specifically addressed this issue in the context of Indonesian vocational high schools. To address this gap, the present study aimed to investigate the correlation between metacognitive awareness and listening proficiency among vocational high school students in Cimahi. This research employed a correlational method with 42 students selected through convenience sampling. The Metacognitive Awareness Listening Questionnaire (MALQ) was used to measure students’ metacognitive awareness, while standardized TOEFL scores were used to assess their listening proficiency. Data were analyzed using Spearman’s Rank Correlation Coefficient, as the normality test showed that the data were not normally distributed (p < 0.05). The results indicated a significant correlation (sig. 2-tailed = 0.01; r = 0.500), which falls into the category of moderately strong correlation. Therefore, the null hypothesis was rejected, confirming a significant relationship between metacognitive awareness and listening proficiency among vocational high school students. The findings imply that integrating metacognitive awareness into EFL listening instruction may serve as a valuable strategy to enhance listening proficiency in vocational school settings.

Students’ Perceptions of the Use of Local Folklore in Narrative Text

Sri Ayu Istiqomah, Widya Oktarini, Anita Fatimatul Laeli — Thu, 31 Jul 2025 00:00:00 -0400

This study explores students' in-depth perceptions of the use of folklore in narrative text learning, considering the lack of studies discussing this topic. This study employed a qualitative approach with a case study design, conducted at SMA Negeri Arjasa Jember. The research participants consisted of five tenth graders who were selected purposively based on two criteria: having adequate verbal communication skills to express their thoughts and having previous learning experiences related to the use of folklore in narrative texts in English lessons. Data were collected through interviews and analyzed using data reduction, data presentation, and conclusion-drawing techniques by Miles & Huberman. The results showed that students had a positive perception of the integration of folklore, which was considered to improve motivation, engagement, understanding of local culture, and mastery of contextual language. However, limited vocabulary and difficulty in comprehending English structure still pose an obstacle to achieving mastery of past tenses in English. These findings open up opportunities for further research that examines the effectiveness of scaffolding strategies in helping students overcome linguistic gaps when learning narrative texts based on local culture.

Soldiers’ Wives’ Resilience as Conceptual Metaphor in Merah Putih Memanggil and Sayap-Sayap Patah

Neneng Farida Rahmah — Thu, 31 Jul 2025 00:00:00 -0400

This research examines the resilience of soldiers' wives as a conceptual metaphor represented in the Indonesian films Merah Putih Memanggil and Sayap-Sayap Patah. The research employs a metaphorical framework to analyse how these films portray the emotional strength, perseverance, and sacrifices of soldiers' wives amidst the hardships they face. The metaphorical representation serves to highlight broader themes of loyalty, endurance, and the unseen struggles within military families. Through the analysis of narrative and visual elements, the study demonstrates how the wives' resilience mirrors the physical and psychological struggles of their husbands, thereby offering a more profound comprehension of their role that challenges conventional stereotypes. The films Merah Putih Memanggil and Sayap-Sayap Patah represent the emotional resilience of soldiers' wives through conceptual metaphors such as “a promise as an emotional contract,” “time as distance,” and “blanket and shroud,” which illustrate the tension between hope and the fear of loss, where these metaphors not only convey the wives’ psychological struggles but also highlight how Indonesian cinema is beginning to provide significant narrative space for women as subjects of emotional experience within military and nationalist contexts.

Students' Perceptions of Using Duolingo Application in Speaking Skills

Rahma Sakina, Eva Meidi Kulsum, Putri Siti Hardiani — Thu, 31 Jul 2025 00:00:00 -0400

Speaking is an important skill that students must have when learning a language, particularly English. With increasingly advanced or modern developments, some applications can help in learning English, particularly speaking skills, such as the Duolingo application. This research explores students’ perceptions of grade 11 science students at SMAN 1 Rancaekek on the use of Duolingo application in learning speaking, its advantages and disadvantages. To collect the data, a questionnaire adapted from Utami, D. Y, (2020) and Inayah, N., et. al (2020) was given to twenty students and interview was addressed to nine students. The finding reveals that students have a positive perception to the use of the Duolingo application in speaking skills. Moreover, the findings show that there were five advantages, including increasing students’ motivation and encouraging students’ independence in learning speaking skill, assisting students in learning process, adding students’ understanding of English pronunciation, and improving students’ speaking skill. Meanwhile, research identifies three main drawbacks of using Duolingo for speaking skills: it requires an internet connection, includes distracting advertisements, and demands substantial storage space, all of which may hinder its effectiveness in speaking practice. Therefore, it is hoped that this research can provide benefits for students by using the Duolingo application to practice and improve their English learning process and speaking skills.

Using Learningapps.org to Teach Descriptive Text Writing to Seventh Graders

Nina Indriyani, Khairunnisa Dwinalida — Thu, 31 Jul 2025 00:00:00 -0400

Writing is one of the productive skills that must be mastered by students learning English as a Foreign Language (EFL), especially Indonesian learners. However, many students still struggle with writing, resulting in low self-confidence. This research examines using the LearningApps.org website as a learning medium to teach students' writing skills, emphasising descriptive texts. The study used a quasi-experimental method with seventh graders at MTs Ma'arif NU 2 Cilongok Banyumas, with two groups of 44 students, the experimental and control classes. The data were gathered from pre- and posttests and then analysed using descriptive statistics, Mann-Whitney, and the N Gain test. According to the results, the experimental group, which utilised the LearningApps.org website, had a greater average posttest score (54.57) than the control group (43.33). In the Mann-Whitney test, the significance value is 0,005. The experimental group also had a greater N-gain percentage (34.09%) than the control group (11.08%). Although the results indicate that it is ineffective, the positive impact of using the LearningApps.org website is evident. These results suggest that the LearningApps.org website is a valuable and practical tool for supporting students' writing development in descriptive texts.

Integrating Discovery Learning and PjBL in EFL: Teaching Materials, Tasks, and Assessment

Asri Ainun Nisa, Ayu Safitri, Maulana Ahsan Halla, irsyad nugraha — Thu, 31 Jul 2025 00:00:00 -0400

The combination of Discovery Learning and Project-Based Learning (PjBL) in English as Foreign Language (EFL) classrooms is acknowledged as an effective strategy to boost student engagement and language development. This research fills a gap by examining the integrated application of Discovery Learning and PjBL in an Indonesian public school context, specifically in class XI 5 at SMAN 11 Garut. It focuses on how teaching materials, project assignments, and assessment methods are designed and implemented. Employing a qualitative case study method, the data were gathered through classroom observations, a review of instructional resources, and analysis of students’ project results, particularly their video-based conversation tasks. The results reveal that materials grounded in Discovery Learning assist in organizing the learning process, while project tasks enable students to express creativity and practice communication skills, as shown in their video projects. Furthermore, formative assessments offer meaningful feedback on student progress and learning difficulties. Despite challenges such as student preparedness and technical issues in video creation, the integration of these approaches shows strong potential in creating an engaging and purposeful EFL learning environment. The study offers practical recommendations for EFL educators in designing instructional content and assessment aligned with Discovery Learning and PjBL, and also discusses the implications for future curriculum and project-based teaching practices.

The Role of Poetry in Encouraging Students to Speak in an English Conversation Club

Fitria Aftinia — Thu, 31 Jul 2025 00:00:00 -0400

This study aimed to know the students' activities during learning by using poetry and find out the students' perception of using poetry in learning English in the English Conversation Club. To conduct the study, twenty students who joined the English Conversation Club in a private senior high school in Surabaya, Indonesia, participated. The data were obtained from observation and a questionnaire. The result of the observation was explained descriptively, and the questionnaire result was calculated in percentages and categorized. The results showed that the students followed the instruction but had difficulty understanding the content of the poetry because of the figurative language. Besides, students' perception of using poetry is mostly positive, especially for improving their speaking skills. Using poetry as a literary text in English Language Teaching (ELT) could be an alternative way to introduce literature and encourage students to speak.